KS2 HISTORY IS EASY: STONE AGE TO IRON AGE
This title in our KS2 History is Easy series focuses on the historical eras of the Stone Age, Iron Age, and everything in-between (the Bronze Age!) This topic is a unique one in that it spans over 2 million years of human and natural history, so KS2 History is Easy: Stone Age to Iron Age has been created to be as clear and accessible as possible.
So, alongside the text, we have included a variety of diagrams and images aimed to keep the reader engaged and focused. To aid this engagement, numerous practice questions have been provided at the end of every chapter, to test your child’s learning and to cement their knowledge.
We hope this will allow your child to retain information throughout the read, which will culminate in a mock exam paper which you can use to get a sense of how your child’s learning is progressing.
AIMS OF THE KS1 AND KS2 HISTORY SYLLABUS
In the most recent national curriculum, the government outlines in detail what it hopes KS1 and KS2 pupils will achieve during their history lessons. Also, the government reveals what the wider focuses of the syllabus are as well. See below for a breakdown of this:
Key Stage 1
- Develop an awareness of the past, using common words and phrases to describe the passage of time.
- Know where the people and events they study fit within a chronological framework, and identify similarities and differences between ways of life in different periods.
- Use a wide vocabulary of everyday historical terms.
- Ask and answer questions, choosing and using parts of stories and other sources to show that they know and understand key features of events.
- Understand some of the ways in which we find out about the past, and identify different ways in which it is represented.
- Changes in national life within living memory.
- Historical events beyond living memory, with national and/or international significance.
- The lives of individuals who have contributed significant achievements.
Key Stage 2
- Continue to develop a chronologically secure knowledge and understanding of local, British, and world history.
- Establish clear narratives within and across the studied historical periods.
- Note connections, contrasts, and trends over time and develop the appropriate use of historical terms.
- Address questions about change, cause, similarity, difference, and significance.
- Construct informed responses that involve thoughtful selection and organisation of relevant historical information.
- Understand how our knowledge of the past is constructed from a range of sources.
- Changes in Britain from the Stone Age to the Iron Age.
- The Roman Empire and its impact on Britain.
- Britain’s settlement by Anglo-Saxons and Scots.
- The Viking and Anglo-Saxon struggle for the Kingdom of England, up to the time of Edward the Confessor.
- A local history study (this will of course vary from school to school.)
- A study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066. (E.g. the changing power of monarchs – using case studies such as John, Anne, and Victoria.)
- The achievements of the earliest civilisations, such as Ancient Egypt or Ancient China.
- Ancient Greece, its achievements, and its influence on the western world.
A non-European society that provides contrasts with British history, such as early Islamic civilisation, or the Mayan civilisation.
A SELECTION OF SAMPLE QUESTIONS FOUND IN THIS GUIDE
Choose the best answer for the following multiple choice question, by choosing from A, B, or C.
“What is archaeology?”
In the box below, you will see several potential adjectives (describing words) for flint, the stone used by Mesolithic people to make tools. However, some of them are not suitable! Choose all the ones that you think are correct.
Look at the following statements, and decide whether you think they are correct. Each one is either ‘TRUE’ or ‘FALSE’.
Below you will find all of the steps that people in the Bronze Age would have had to take to make bronze! However, they are in the wrong order!
Rearrange them, from 1 to 4, to put them in the correct order.
In the box below are things that you would have found in both Stone Age homes and Iron Age homes. Sort the things into the following categories – decide whether each thing would be in a Stone Age home, an Iron Age home, or both!
The correct response is B – Archaeology is the study if ancient remains which can give us huge amounts of information about living things that were around millions of years ago.
The correct adjectives are as follows:
- Easy to shape
- Easy to find
The True/False questions are as follows:
- “When farming spread to Britain, people could start settling in one area all year round” is TRUE.
- “After farming spread to Britain, most people became vegetarians” is FALSE.
- “People had lots of farming to do, meaning that they had less time to build, craft, and trade” is FALSE.
- “Farming gave rise to larger communities being established” is TRUE.
The correct order of the steps is as follows:
- Mine copper and tin from the rocks (ore).
- Melt down the copper and tin using fire in a furnace, which were often made from stone.
- Pour the liquid into a mould (which is carved into stone) in the shape of what you are making.
- Let the liquid cool and harden, and remove your bronze product!
The correct sorting of the categories is as follows:
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